A module is a statement of the standards to be achieved to gain an FETAC award. Candidates are assessed to appellate establish whether they have achieved the required standards. Credit is awarded for each module successfully completed. The standards in a module are expressed principally in terms of specific learning outcomes, i.e. what the learner will be able to do on northern successful completion of the supreme module. The other elements of the module - the purpose, general aims, assessment details and weekly northern assessment criteria - combine with the learning outcomes to state the standards in a holistic way. Custom Solutions can transform business, reduce duplication, bring together multiple offices & practice centralize your company data Linkedin court have custom built solutions for numerous sectors. If you're unsure about your needs or requirements, please feel free to call our district today for a no-obligations chat federal - we can extract that idea from your head and turn it into a history reality! Not Kentucky or Louisville find similar for Kentucky and study for web design business: United States District Court Northern District Of Illinois (1) fees and related nontaxable expenses. (2) "Respondent" means a party from whom the movant seeks payment lawyer, paralegal, or other person. (4) The supreme movant shall provide the respondent with the above information within 21 days of the judgment or settlement agreement upon which the motion is based, unless the court sets a different schedule.(2) the total amount of fees and/or related nontaxable expenses that the respondent deems should be awarded (If the fees are contested, the respondent shall include a similar table giving respondent’s position as to the name, compensable hours, appropriate rates, and totals for each biller listed by movant.);(A) whether the motion for ireland fees and expenses will be based on a judgment or on a settlement of the underlying merits dispute, and Chicago illinois (B) if the motion will be based on a judgment, whether respondent has appealed or intends to appeal that judgment. The parties shall cooperate to irish complete preparation of the joint statement no later than 70 days after the entry of the judgment or settlement agreement on which the motion for fees will be based, unless the court orders otherwise. (g) Motion for Instructions. A motion may be filed seeking instructions from the court where it appears that the procedures set forth in this rule cannot be followed within the time limits established by the rule or by order of court because of— prohibition (2) the temporary failure of one or more of the parties to provide information required by the court rule, or northbrook (3) director motion shall state the court’s order.. "Pfingsten, das liebliche Fest", speaks of Pentecost as a time of greening and blooming in fields, woods, hills,

1. The Further Education and Training Awards Council (FETAC)
was set up as a statutory body on 11 June 2001
by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by NCVA.
Module Descriptor
Web Authoring
Level 5 C20148
September 2001
www.fetac.ie

2. Level 5 Module Descriptor
Summary of Contents
Introduction Describes how the module functions as part of the national
vocational certificate framework.
Module Title Indicates the module content. This title appears on the learner’s
certificate. It can be used to download the module from the website
www.fetac.ie.
Module Code An individual code is assigned to each module; a letter at the
beginning denotes a vocational or general studies area under which
the module is grouped and the first digit denotes its level within the
national vocational certificate framework.
Level Indicates where the module is placed in the national vocational
certificate framework, from Level 3 to Level 6.
Credit Value Denotes the amount of credit that a learner accumulates on
achievement of the module.
Purpose Describes in summary what the learner will achieve on successfully
completing the module and in what learning and vocational contexts
the module has been developed. Where relevant, it lists what
certification will be awarded by other certification agencies.
Preferred Entry Level Recommends the level of previous achievement or experience of the
learner.
Special Requirements Usually ‘none’ but in some cases detail is provided here of specific
learner or course provider requirements. There may also be
reference to the minimum safety or skill requirements that learners
must achieve prior to assessment.
General Aims Describe in 3-5 statements the broad skills and knowledge learners
will have achieved on successful completion of the module.
Units Structure the learning outcomes; there may be no units.
Specific Learning Describe in specific terms the knowledge and skills that learners will
Outcomes have achieved on successful completion of the module.
Portfolio of Assessment Provides details on how the learning outcomes are to be assessed.
Grading Provides details of the grading system used.
Individual Candidate List the assessment criteria for each assessment technique and the
Marking Sheets marking system.
Module Results Records the marks for each candidate in each assessment technique
Summary Sheet and in total. It is an important record for centres of their candidate’s
achievements.
Appendices Can include approval forms for national governing bodies.
Glossary of Assessment Explains the types of assessment techniques used to assess standards.
Techniques
Assessment Principles Describes the assessment principles that underpin FETAC approach
to assessment.

3. Introduction
A module is a statement of the standards to be achieved to gain an FETAC award.
Candidates are assessed to establish whether they have achieved the required
standards. Credit is awarded for each module successfully completed.
The standards in a module are expressed principally in terms of specific learning
outcomes, i.e. what the learner will be able to do on successful completion of the
module. The other elements of the module - the purpose, general aims,
assessment details and assessment criteria - combine with the learning outcomes
to state the standards in a holistic way.
While FETAC is responsible for setting the standards for certification in
partnership with course providers and industry, it is the course providers who are
responsible for the design of the learning programmes. The duration, content and
delivery of learning programmes should be appropriate to the learners’ needs and
interests, and should enable the learners to reach the standard as described in the
modules. Modules may be delivered alone or integrated with other modules.
The development of learners’ core skills is a key objective of vocational
education and training. The opportunity to develop these skills may arise through
a single module or a range of modules. The core skills include:
• taking initiative
• taking responsibility for one’s own learning and progress
• problem solving
• applying theoretical knowledge in practical contexts
• being numerate and literate
• having information and communication technology skills
• sourcing and orga nising information effectively
• listening effectively
• communicating orally and in writing
• working effectively in group situations
• understanding health and safety issues
• reflecting on and evaluating quality of own learning and achievement.
Course providers are encouraged to design programmes which enable learners to
develop core skills.

4. 1 Module Title Web Authoring
2 Module Code C20148
3 Level 5
4 Credit Value 1 credit
5 Purpose This module is a statement of the standards to be achieved to
gain an FETAC credit in Web Authoring at Level 5.
This module is designed to give the learner the relevant skills to
author webpages and to design, construct and maintain a
website. The module as described is independent of Internet
Providers/browsers.
Course providers are responsible for designing learning
programmes which are consistent with the learning outcomes
and appropriate to the learners interests and needs.
6 Preferred
Entry Level Level 4 Certificate, Leaving Certificate or equivalent
qualifications and/or relevant life and work experiences.
7 Special
Requirements None.
8 General Aims
Learners who successfully complete this module will:
8.1 be familiar with Hypertext Marking Language (HTML) tags and
the use of HTML editors
8.2 design, construct and maintain Web pages and site
8.3 acquire the necessary skills and knowledge of design principles
for supporting the building, testing and refining of Web pages
and sites.
1

5. 9 Units The specific learning outcomes are grouped into 3 units.
Unit 1 HTML
Unit 2 Using HTML Editors
Unit 3 Designing a Web Site
10 Specific Learning
Outcomes
Unit 1 HTML
Learners should be able to:
10.1.1 define the term HTML
10.1.2 be aware of the use of different HTML versions and backward
compatibility
10.1.3 describe the role of tags
10.1.4 use HTML in the following processes:
− text formatting (bold, italic, font size, font color,
preformatting)
− inserting and manipulating graphics (img, src, border, alt,
width, height, align, clear, vspace, hspace)
− page layout (center, bgcolor, background, blockquote)
− links and anchors – relative and absolute (a href, a name,
target, mailto, link)
− imagemaps (map, name, shape, coords, usemap)
− lists (ol, ul, li, type, dl, dt, dd)
− tables and table planning (table, tr, th, td, width, height for
tables and cells)
10.1.5 use comment and meta tags appropriately
10.1.6 use the correct tags to insert multimedia files e.g. sound files,
video, shock wave, (embed, bgsound, controls, autostart, loop)
10.1.7 use the correct tags to insert special symbols or characters
10.1.8 use RGB colour system in hexadecimal
2

6. 10.1.9 use web-safe colours
10.1.10 demonstrate browser compatibility with respect to browser
specific tags.
Unit 2 Using HTML Editors
Learners should be able to:
10.2.1 use an HTML editor to generate HTML tags
10.2.2 outline the advantages and disadvantages, respectively, of
coding HTML and using HTML editors
10.2.3 demonstrate browser compatibility of HTML editors.
Unit 3 Designing a Web Site
Learners should be able to:
10.3.1 identify site objectives and potential target audience
10.3.2 determine likely user access speed, computer platform, browser
and user experience, software availability and level of feedback
required
10.3.3 produce site structure and corresponding site map
10.3.4 produce a logical, consistent and functional navigation solution
for the site
10.3.5 determine webpage size in terms of: memory requirements and
pixel sizes with reference to resolution constraints and download
times for the site
10.3.6 determine material requirements for site production: e.g.
software, hardware, hard copy
10.3.7 produce readable and printable text having regard to web
typography, typefaces and alternatives, and proofread as
required
10.3.8 ensure that site content is accurately and clearly presented using
an effective and appropriate layout
10.3.9 recognise the file formats suitable for use in Web Publishing
with regard to text, graphics, audio and video files
3

7. 10.3.10 design a suitable and consistent user-friendly interface for the
site
10.3.11 produce a consistent file organisation hierarchy using folders
and subfolders, with appropriate naming conventions
10.3.12 test, revise, maintain and upgrade the site
10.3.13 promote and market the site with reference to search engines,
directories and other specialist facilities.
11 Portfolio of
Assessment Please refer to the glossary of assessment techniques and the
note on assessment principles at the end of this module
descriptor.
All assessment is carried out in accordance with FETAC
regulations.
Assessment is devised by the internal assessor, with external
moderation by FETAC.
Summary Project 100%
11.1 Project The internal assessor will devise a project brief that requires
candidates to demonstrate
• understanding and application of concepts in web authoring
• use of relevant research
• mastery of equipment and techniques
• ability to design and construct websites
• ability to evaluate the finished product.
Candidates must design and construct a website for an identified
audience. Candidates must demonstrate the correct use of
Hypertext Marking Language (HTML) in the following
processes: text formatting, graphics, page layout, links and
anchors, image maps, lists, tables, comment and meta tags,
multimedia tags, symbol codes, RGB colour system to product
web-safe colours.
The website will be effective in terms of
• presentation of context
• design
• site objectives
• suitability for potential target audience
• access speed
• site structure and map
• navigation solution
• GUI
• browser compatibility.
4

8. The project may be undertaken as a group or collaborative
project. The individual contribution of each candidate must be
clearly identified. Adherence to safe working practices will be
an integral part of the project.
Evidence for the project will include:
• relevant research documentation
• functional finished website
• evaluation of website
• hardware and software specifications.
The project may be presented using a variety of media including
written, oral, graphic, audio, visual or any combination of these.
Any audio or video evidence must be provided on tape.
12 Grading
Pass 50 - 64%
Merit 65 - 79%
Distinction 80 - 100%
5

9. Individual Candidate Web Authoring
Marking Sheet C20148
Project 100%
Candidate Name: _______________________________ PPSN.: _______________________
Centre: __________________________________________________ Centre No.: _________
Maximum Candidate
Assessment Criteria
Mark Mark
• thorough investigation of topic using appropriate research 10
• appropriate and effective use of equipment and techniques in
the design and construction process 30
• excellent technical, visual and aesthetic quality to finished
functional product 50
• critical evaluation of the finished product 10
TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet 100
Internal Assessor’s Signature: __________________________________ Date: ____________
External Authenticator’s Signature: _____________________________ Date: ____________
6

10. FETAC Module Results Summary Sheet
Module Title: Web Authoring
Module Code: C20148 Total
Grade*
100%
Candidate Surname Candidate Forename
Signed: Grade*
Internal Assessor: _________________________ Date: _____________ D: 80 - 100%
M: 65 - 79%
This sheet is for internal assessors to record the overall marks of individual candidates. P: 50 - 64%
It should be retained in the centre. The marks awarded should be transferred to the U: 0 - 49%
official FETAC Module Results Sheet issued to centres before the visit of the external W: candidates entered who did not present for assessment
Authenticator.
7

11. Glossary of Assessment Techniques
Assignment An exercise carried out in response to a brief with specific guidelines and
usually of short duration.
Each assignment is based on a brief provided by the internal assessor.
The brief includes specific guidelines for candidates. The assignment is
carried out over a period of time specified by the internal assessor.
Assignments may be specified as an oral presentation, case study,
observations, or have a detailed title such as audition piece, health fitness
plan or vocational area profile.
Collection of
Work A collection and/or selection of pieces of work produced by candidates
over a period of time that demonstrates the mastery of skills.
Using guidelines provided by the internal assessor, candidates compile a
collection of their own work. The collection of work demonstrates
evidence of a range of specific learning outcomes or skills. The evidence
may be produced in a range of conditions, such as in the learning
environment, in a role play exercise, or in real- life/work situations.
This body of work may be self- generated rather than carried out in
response to a specific assignment eg art work, engineering work etc
Examination A means of assessing a candidate’s ability to recall and apply skills,
knowledge and understanding within a set period of time (time
constrained) and under clearly specified conditions.
Examinations may be:
• practical, assessing the mastery of specified practical skills
demonstrated in a set period of time under restricted conditions
• oral, testing ability to speak effectively in the vernacular or other
languages
• interview-style, assessing learning through verbal questioning, on
one-to-one/group basis
• aural, testing listening and interpretation skills
• theory-based, assessing the candidate’s ability to recall and apply
theory, requiring responses to a range of question types, such as
objective, short answer, structured, essay. These questions may be
answered in different media such as in writing, orally etc.
Learner Record A self-reported record by an individual, in which he/she describes
specific learning experiences, activities, responses, skills acquired.
Candidates compile a personal logbook/journal/diary/daily diary/
record/laboratory notebook/sketch book.
The logbook/journal/diary/daily diary/record/laboratory notebook/sketch
book should cover specified aspects of the learner’s experience.

12. Project A substantial individual or group response to a brief with guidelines,
usually carried out over a period of time.
Projects may involve:
research – requiring individual/group investigation of a topic
process – eg design, performance, production of an artefact/event
Projects will be based on a brief provided by the internal assessor or
negotiated by the candidate with the internal assessor. The brief will
include broad guidelines for the candidate. The work will be carried out
over a specified period of time.
Projects may be undertaken as a group or collaborative project, however
the individual contribution of each candidate must be clearly identified.
The project will enable the candidate to demonstrate: (some of these –
about 2-4)
• understanding and application of concepts in (specify area)
• use/selection of relevant research/survey techniques, sources of
information, referencing, bibliography
• ability to analyse, evaluate, draw conclusions, make
recommendations
• understanding of process/planning implementation and review skills/
planning and time management skills
• ability to implement/produce/make/construct/perform
• mastery of tools and techniques
• design/creativity/problem-solving/evaluation skills
• presentation/display skills
• team working/co-operation/participation skills.
Skills
Demonstration Assessment of mastery of specified practical, organisational and/or
interpersonal skills.
These skills are assessed at any time throughout the learning process by
the internal assessor/another qualified person in the centre for whom the
candidate undertakes relevant tasks.
The skills may be demonstrated in a range of conditions, such as in the
learning environment, in a role-play exercise, or in a real- life/work
situations.
The candidate may submit a written report/supporting documentation as
part of the assessment.
Examples of skills: laboratory skills, computer skills, coaching skills,
interpersonal skills.

13. FETAC Assessment Principles
1 Assessment is regarded as an integral part of the learning process.
2 All FETAC assessment is criterion referenced. Each assessment technique
has assessment criteria which detail the range of marks to be awarded for
specific standards of knowledge, skills and competence demonstrated by
candidates.
3 The mode of assessment is generally local i.e. the assessment techniques are
devised and implemented by internal assessors in centres.
4 Assessment techniques in FETAC modules are valid in that they test a range
of appropriate learning outcomes.
5 The reliability of assessment techniques is facilitated by providing support
for assessors.
6 Arising from an extensive consultation process, each FETAC module
describes what is considered to be an optimum approach to assessment.
When the necessary procedures are in place, it will be possible for assessors
to use other forms of assessment, provided they are demonstrated to be valid
and reliable.
7 To enable all learners to demonstrate that they have reached the required
standard, candidate evidence may be submitted in written, oral, visual,
multimedia or other format as appropriate to the learning outcomes.
8 Assessment of a number of modules may be integrated, provided the
separate criteria for each module are met.
9 Group or team work may form part of the assessment of a module, provided
each candidate’s achievement is separately assessed.

14. © FETAC 2001
Any part of this publication may be copied
for use within the centre.
The development of the National Qualifications Framework is funded by the Department of Education and Science
with assistance from the European Social Fund as part of the National Development Plan 2000-2006.